This article represents a paradigm analysis of the characteristics of arts-based research (ABR) in an effort to reconceptualize the potential of arts-based practices in generating new curriculum approaches for general education practice and the development of the learner. Arts-based theoretical models—or art for scholarship’s sake—are characteristically poststructural, prestructural, performative, pluralistic, proliferative, and postparadigmatic, offering the promise of divergent pedagogical pathways worthy of new exploration.
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James Haywood Rolling (2010) studied this question.
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